Objectives Older adults are at risk for age-related hearing loss and for dementia. Hearing loss increases the risk of dementia and accelerates cognitive decline. There is no cure for dementia, but hearing loss is treatable. Medical professionals who work with individuals with dementia are surveyed to explore whether recommendations made to individuals diagnosed with dementia include hearing assessments. Method A convenience sample of 85 medical professionals in California, Illinois, and Indiana responded to paper surveys in October 2018–April 2019. Results Of the 85 participants, 69 had some level of involvement with dementia. Of these, 16 (23%) reported recommending hearing assessment, and only one (1.45%) reported considering hearing assessment in the top three priorities of recommendations. Conclusions Hearing assessment is not currently a priority for the surveyed medical professionals who work with dementia populations. Advocacy is needed to close the gap between research and practice.

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.